There are between 2 and 4 computers per student in most European countries but large implementation gaps remain.

Some infrastructure problems persist and these are hindering the integration of new technologies into teaching and learning. A lack of educational software and support staff affects up to 50% of ‘instruction’ in some countries.

There is much room for more ICT use in Science and Languages and ICTs are not yet widely used for assessment. ICT is often recommended for assessing competencies but steering documents rarely indicate how it should be applied.

There is a conceptual shift ‘from a content-based input’ approach to a ‘competence based output approach.’

ICTs are playing a central role in cooperation between schools and the community and engaging parents in the learning process.